Structure of the Core Curriculum
Section 1: Introduction
The first part provides an introduction to the subject. It includes a description
of the presentation and a question concerning the topic. Before commencing the
knowledge section of the topic it is worth undertaking a self-assessment to review
knowledge about the condition and implications for the patient. Questions that
could be asked are:
- What do we know about this woman's clinical presentation?
- What skills am I going to need?
- What special experiences are required?
- What tests, investigations will I need to make a diagnosis?
- Are there any other particularly important considerations when confronted with this issue?
- What resources can I access?
- What are the management options and expected outcomes for the short and long term?
- How can the woman be involved in maintaining her own health?
- What other people (family, partners, health professionals) need to be involved?
- What team requirements/skills are required of me?
The aim of this type of review is to help the student to identify gaps in knowledge
and focus on what needs to be learned.
Section II: Template
The second part of the template provides information and prompts that relate to
the topic and Question. This section is divided into domains of knowledge, skills,
attitudes and experiences. All domains are considered core curriculum. However we
recognize that experiences are not uniformly available across all educational
institutions. Each component is written with student learning outcomes in mind.
Where the previous section provides an overview and a lead in to the template,
this section provides more specific prompts. However, once again it is written
in a format to help the student identify learning needs with prompts and build
knowledge from recall to understanding on to problem solving.
Section III: Review
At the end of the topic, the student can review their progress by asking the
following questions:
- Where did I perform well?
- What knowledge do I lack?
- What skills do I need to practice?
- How am I going to do that?
- Where can I get more feedback?
- What extra resources can I use?
The student should then be able to identify areas that require further learning
and work out a learning plan with a clear set of objectives and a means of checking
progress.
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